LESSON TEMPLATE

Teacher: Kistner Date(s):

Unit Title: Transcendentalism

Content: AP Language & Composition

Focus of the Day: Vocab/pre- reading
activities
Essential Skills: SOL TESTING

SOL/Competency:
SOL TESTING
Materials Needed: SOL TESTING

Vocabulary (What new vocabulary will be

introduced during this lesson?): SOL
TESTING

Essential Question of the Day SOL TESTING

Anticipatory Set (Hook-5min) (How will the concept or skill be introduced to the students?) SOL TESTING
Procedure: Input (What instruction will be provided to students to help the students understand the objectives?)
SOL TESTING
Blooms Taxonomy Used: Remembering

Understanding
(List the questions being asked of students according to Blooms taxonomy?)

Applying

Analyzing

Evaluating

Creating

SOL TESTING
Research Based Strategies Used: Marzano Strategies: (Highlight the strategies used; make sure there is evidence within
and throughout instruction.)
Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition

Homework and Practice

Nonlinguistic Representations
Cooperative Learning

Setting Objectives and Providing Feedback

Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers

Modeling: (What examples will be provided for the students) 5-10 min: 1. SOL TESTING
Guided or Direct Instruction (How will the teacher guide the students in practicing the concepts or skill?)
15-20 min SOL TESTING
Check for Understanding (How will you know that students are learning the concept or skill?): SOL
TESTING
Independent Practice (What will students do to independently practice the concept or skill?) SOL TESTING
Closure- How will the lesson be summarized?) SOL TESTING.
Evaluation/Assessment (How will you measure the students success?) SOL TESTING
Suggestions for Differentiation (How will you scaffold the lesson up or down to support student learning
throughout the instruction?) SOL TESTING
Reflections: (What would you do differently, change or improve? What concerns do you have about the lesson?)

LESSON TEMPLATE
Teacher: Kistner Date(s):
Unit Title: Colonial America: Puritans
SOL/Competency:
Research/Literature comprehension
Materials Needed: Promethean board, COW,
notebook

Content: AP Language & Composition

Focus of the Day: Researching Puritan
period
Essential Skills: TLW research Puritan
history, lifestyle and theology.
Vocabulary (What new vocabulary will be

introduced during this lesson?): puritan,

Colonial American, pilgrims, colonies, John Smith,
William Bradford, Anne Bradstreet, Cotton Mathers,
Mass Bay Company, theology, fall of man, covenant,
original sin, the elect, crucible, Harvard, revelation,
Edward Taylor, John Winthrop
Essential Question of the Day: Why is the Puritan period significant? How did Puritan theology influence
literature? How did the Puritan lifestyle influence literature?

Anticipatory Set (Hook-5min) (How will the concept or skill be introduced to the students?) TLW complete
literature exercise with SOL questions. (vocabulary)

Procedure: Input (What instruction will be provided to students to help the students understand the objectives?)
Teacher will work with students to introduce the Colonial America period, specifically Puritan period.

Blooms Taxonomy Used: Remembering

Understanding
(List the questions being asked of students according to Blooms taxonomy?)
1. Why is the Puritan period significant?

Applying

Analyzing

Evaluating

Creating

2. How did Puritan theology influence literature?

3. How did the Puritan lifestyle influence literature?

Research Based Strategies Used: Marzano Strategies: (Highlight the strategies used; make sure there is evidence within
and throughout instruction.)
Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition

Homework and Practice

Nonlinguistic Representations
Cooperative Learning

Setting Objectives and Providing Feedback

Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers

Modeling: (What examples will be provided for the students) 5-10 min: Teacher will guide students through
researching strategies. Teacher will guide students through MLA documentation.

Guided or Direct Instruction (How will the teacher guide the students in practicing the concepts or skill?)
15-20 min TLW participate in a brief KWL chart activity concerning the Puritan period (Colonial America).

Check for Understanding (How will you know that students are learning the concept or skill?): Teacher will
monitor students progress through research and discussion.

Independent Practice (What will students do to independently practice the concept or skill?) TLW conduct

research concerning their topic: history of Puritan period, Puritan theology, and Puritan lifestyle. TLW compose a 2-3
page report with 3 in-text citations and 2 sources, a presentation with 2 visuals, and a handout and a quiz to
complement the presentation concerning their assigned topic (history, theology, lifestyle).

Closure- How will the lesson be summarized?) TLW complete a What I learned today sheet.
Evaluation/Assessment (How will you measure the students success?) Teacher will evaluate students

progress on What I learned today sheet.

Suggestions for Differentiation (How will you scaffold the lesson up or down to support student learning
throughout the instruction?)

Reflections: (What would you do differently, change or improve? What concerns do you have about the lesson?)

LESSON TEMPLATE
Teacher: Kistner Date(s):
Unit Title: Colonial America: Puritan
SOL/Competency:
Research/Literature comprehension
Materials Needed: Promethean board, COW,
notebook,

Content: AP Language & Composition

Focus of the Day: Research and Puritans
Essential Skills: TLW research Puritan
history, lifestyle and theology.
Vocabulary (What new vocabulary will be

introduced during this lesson?): puritan,

Colonial American, pilgrims, John Smith, William
Bradford, Anne Bradstreet, Cotton Mathers, Mass Bay
Company, theology, fall of man, covenant, original
sin, the elect, crucible, Harvard, revelation, Edward
Taylor, John Winthrop
Essential Question of the Day: Why is the Puritan period significant? How did Puritan theology influence
literature? How did the Puritan lifestyle influence literature?

Anticipatory Set (Hook-5min) (How will the concept or skill be introduced to the students?) TLW complete
editing exercise with SOL questions.

Procedure: Input (What instruction will be provided to students to help the students understand the objectives?)
Teacher will work with to reinforce yesterdays assignment.
Blooms Taxonomy Used: Remembering Understanding

Applying

Analyzing

Evaluating

Creating

(List the questions being asked of students according to Blooms taxonomy?)

1. Why is the Puritan period significant?
2. How did Puritan theology influence literature?
3. How did the Puritan lifestyle influence literature?
4.

Click here to enter text.

6. Click here to enter text.
Research Based Strategies Used: Marzano Strategies: (Highlight the strategies used; make sure there is evidence within
5.

and throughout instruction.)

Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition

Homework and Practice

Nonlinguistic Representations
Cooperative Learning

Setting Objectives and Providing Feedback

Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers

Modeling: (What examples will be provided for the students) 5-10 min: Continuation of Tuesday.
Guided or Direct Instruction (How will the teacher guide the students in practicing the concepts or skill?)
15-20 min Continuation of Tuesday

Check for Understanding (How will you know that students are learning the concept or skill?): Continuation
of Tuesday

Independent Practice (What will students do to independently practice the concept or skill?) Continuation of
Tuesday

Closure- How will the lesson be summarized?) Students will submit outline for written document.
Evaluation/Assessment (How will you measure the students success?) Teacher will review outlines to ensure
groups are on the right track.

Suggestions for Differentiation (How will you scaffold the lesson up or down to support student learning
throughout the instruction?)

Reflections: (What would you do differently, change or improve? What concerns do you have about the lesson?)

LESSON TEMPLATE
Teacher: Kistner Date(s):
Unit Title: Colonial America: Puritan
SOL/Competency:
Research/Literature comprehension
Materials Needed: Promethean board, COW,
notebook,

Content: AP Language & Composition

Focus of the Day: Research and Puritans
Essential Skills: TLW research Puritan
history, lifestyle and theology.
Vocabulary (What new vocabulary will be

introduced during this lesson?): puritan,

Colonial American, pilgrims, John Smith, William
Bradford, Anne Bradstreet, Cotton Mathers, Mass Bay
Company, theology, fall of man, covenant, original
sin, the elect, crucible, Harvard, revelation, Edward
Taylor, John Winthrop
Essential Question of the Day: Why is the Puritan period significant? How did Puritan theology influence
literature? How did the Puritan lifestyle influence literature?

Anticipatory Set (Hook-5min) (How will the concept or skill be introduced to the students?) TLW complete
editing exercise with SOL questions.

Procedure: Input (What instruction will be provided to students to help the students understand the objectives?)
Teacher will work with to reinforce yesterdays assignment.
Blooms Taxonomy Used: Remembering Understanding

Applying

Analyzing

Evaluating

Creating

(List the questions being asked of students according to Blooms taxonomy?)

1. Why is the Puritan period significant?
2. How did Puritan theology influence literature?
3. How did the Puritan lifestyle influence literature?
4.

Click here to enter text.

6. Click here to enter text.
Research Based Strategies Used: Marzano Strategies: (Highlight the strategies used; make sure there is evidence within
5.

and throughout instruction.)

Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition

Homework and Practice

Nonlinguistic Representations
Cooperative Learning

Setting Objectives and Providing Feedback

Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers

Modeling: (What examples will be provided for the students) 5-10 min: Continuation of Tuesday.
Guided or Direct Instruction (How will the teacher guide the students in practicing the concepts or skill?)
15-20 min Continuation of Tuesday/Wednesday

Check for Understanding (How will you know that students are learning the concept or skill?): Continuation
of Tuesday/Wednesday

Independent Practice (What will students do to independently practice the concept or skill?) Continuation of
Tuesday/Wednesday

Closure- How will the lesson be summarized?) Students will submit progress, and prepare for tomorrows
presentation.

Evaluation/Assessment (How will you measure the students success?) Teacher will review outlines to ensure
groups are on the right track.

Suggestions for Differentiation (How will you scaffold the lesson up or down to support student learning
throughout the instruction?)

Reflections: (What would you do differently, change or improve? What concerns do you have about the lesson?)

LESSON TEMPLATE
Teacher: Kistner Date(s):
Unit Title: Colonial America: Puritans
SOL/Competency: Research/Composition/Oral
presentations

Content: AP Language & Composition

Focus of the Day: Puritan Presentations
Essential Skills: TLW give Puritan
presentation while others fill in handout
and take quiz.
Vocabulary (What new vocabulary will be

Materials Needed: Promethean board, COW,

introduced during this lesson?):
notebook,
Essential Question of the Day: Why is the Puritan period significant? How did Puritan theology influence
literature? How did the Puritan lifestyle influence literature?

Anticipatory Set (Hook-5min) (How will the concept or skill be introduced to the students?) TLW complete
editing exercise with SOL questions.

Procedure: Input (What instruction will be provided to students to help the students understand the objectives?)
TLW give presentation Puritan presentation while others fill in handout and take quiz.

Blooms Taxonomy Used: Remembering

Understanding
(List the questions being asked of students according to Blooms taxonomy?)
1.
2.
3.
4.
5.
6.

Applying

Analyzing

Evaluating

Creating

Research Based Strategies Used: Marzano Strategies: (Highlight the strategies used; make sure there is evidence within
and throughout instruction.)
Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition

Homework and Practice

Nonlinguistic Representations
Cooperative Learning

Setting Objectives and Providing Feedback

Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers

Modeling: (What examples will be provided for the students) 5-10 min: TLW give presentation Puritan
presentation while others fill in handout and take quiz.

Guided or Direct Instruction (How will the teacher guide the students in practicing the concepts or skill?)
15-20 min TLW give presentation Puritan presentation while others fill in handout and take quiz.

Check for Understanding (How will you know that students are learning the concept or skill?): Teacher will
monitor/evaluate students during presentation.

Independent Practice (What will students do to independently practice the concept or skill?) TLW give
presentation Puritan presentation while others fill in handout and take quiz.

Closure- How will the lesson be summarized?) TLW fill in handout and take quiz on presentations.
Evaluation/Assessment (How will you measure the students success?) Teacher and students will evaluate
presentations.

Suggestions for Differentiation (How will you scaffold the lesson up or down to support student learning
throughout the instruction?)

Reflections: (What would you do differently, change or improve? What concerns do you have about the lesson?)